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8 Practical Tools to Easily Gather Student Feeback ~ Educational Technology and Mobile ... - 142 views

www.educatorstechnology.com/...al-tools-to-easily-gather.html feedback tools edtech student feedback
shared by Elizabeth Sato on 13 Mar 14 - No Cached
  • Elizabeth Sato on 13 Mar 14
     
    I like the idea of backchannel discussion.... Think literature circle?  Kids on computers during Read to Self doing a silent discussion on a topic of MY CHOICE?  Like I can be a part of it too during a skills group or individual conference........?  Too much multitasking?
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Reading Strategies for 'Informational Text' - NYTimes.com - 172 views

learning.blogs.nytimes.com/...ategies-for-informational-text common core standards CCSS reading teaching education resources
shared by Amy Roediger on 02 Aug 12 - No Cached
Annette Yono liked it
  • Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
  • Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
  • Graphic Organizers:
  • ...4 more annotations...
  • Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
  • The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
  • “Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
  • Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
  • Annette Yono on 02 Aug 12
     
    Update | Feb. 2012: We'll be exploring the new Common Core State Standards, and how teaching with The Times can address them, through a series of blog posts. You can find them all here, tagged "the NYT and the CCSS."
  • Amy Roediger on 02 Aug 12
     
    A good list of reading strategies for informational text from the New York Times.
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Vocabulary.com - Learn Words - English Dictionary - 33 views

www.vocabulary.com vocabulary quiz dictionary education academic tools resources
shared by Deborah Baillesderr on 10 Aug 16 - No Cached
  • Deborah Baillesderr on 10 Aug 16
     
    This site is a great way for anyone to expand their vocab. It allows teachers and students to create lists and has thousands of already made lists from literature, speeches, history, current news, plus more.
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Literature and Latte - Scrivener - 13 views

www.literatureandlatte.com/scrivener.php writing software Mac tools scrivener tool application literature
shared by Smith Shots on 09 Jul 12 - No Cached
  • Smith Shots on 09 Jul 12
     
    Superb organization tool for documents. Helps me see the "big picture" and "details" at the same time.
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(PDF) A Systematic Review of Treatments for Music Performance Anxiety - 2 views

www.researchgate.net/..._for_Music_Performance_Anxiety world Music
shared by meghankelly492 on 15 Sep 19 - No Cached
  • Four other studies (three of which are dissertations) assessed behavioral treatments forMPA on music students. Grishman (1989) and Mansberger (1988) used standard musclerelaxation techniques, Wardle (1969) compared insight/relaxation and systematic desensi-tisation techniques, and Deen (1999) used awareness and breathing techniques
  • A systematic review of all available treatment studies for music performance anxiety was undertaken.
  • reported that 24% of musicians frequently suffered stage fright, defined in this study as themost severe form of MPA, 13% experienced acute anxiety and 17% experienceddepression.
  • ...24 more annotations...
  • 59% of musicians in symphony orchestras reported performance anxiety severe enough toimpair their professional and/or personal functioning.
  • A recent study indicated that MPA is not limited to orchestralmusicians, showing that opera chorus artists are also prone to high levels of performanceanxiety
  • However, since not allperformers suffer the same degree of MPA, or indeed report the same levels of occupationalstress, individual differences in a range of psychological characteristics are likely to accountfor variations in the degree to which musicians experience symptoms
  • A large number of treatment modalities (e.g., behavioral, cognitive, pharmacological andcomplementary) has been developed for music performance anxiety (MPA)
  • However, areview of this literature indicates that the field is still in its infancy with respect to theconceptual and theoretical formulations of the nature of MPA and its empiricalinvestigation.
  • Anxiety may be triggered by conscious,rational concerns or by cues that trigger, unconsciously, earlier anxiety producingexperiences or somatic sensations.
  • These findings suggest that multi-modal interventions are needed toaddress the multiple difficulties experienced by test anxious individuals.
  • with some focusing on behavioral change, some on cognitivechange, others on reduction of physiological symptoms through the use of pharmacotherapy,and some on idiosyncratic formulations
  • For drug studies, the keywords were beta-blocker [Beta blockers block the effect ofadrenaline (the hormone norepinephrine) on the body’s beta receptors. This slows downthe nerve impulses that travel through the heart. As a result, the resting heart rate is lower,the heart does not have to work as hard and requires less blood and oxygen
  • Brodsky (1996) and Nube´(1991) were most useful.
  • The interventionsassessed included systematic desensitization, progressive muscle relaxation, awareness andbreathing and behavioural rehearsal
  • In summary, behavioral treatments do appear to be at least minimally effective in thetreatment of MPA, although the heterogeneity of the treatment approaches employedmakes it difficult to isolate consistent evidence for the superiority of any one type ofbehavioral intervention
  • Two studies (see Tables II and IV) assessed the therapeutic effect of cognitive techniquesalone on MPA.
  • A dissertation by Patston (1996) reported a comparison of cognitive (e.g.positive self-talk, etc.) and physiological strategies in the treatment of MPA. No significantimprovements on vocal and visual manifestations of performance anxiety were found foreither treatment or control groups. However, the sample consisted of only 17 operastudents who were not specifically selected on the basis of their MPA severity, and theintervention was conducted by the author, a singer and teacher, who had no training inpsychology.
  • Three studies (see Table III) assessed the therapeutic effect of cognitive-behavioralstrategies on MPA. Harris (1987), Roland (1993), and Kendrick et al. (1982) all reportedthat standard CBT techniques were effective in the treatment of MPA in studentsspecifically selected for study because of the severity of their MPA.
  • Harris (1987) and Roland(1993) reported that CBT led to reductions in state anxiety as measured by the STAI,although Kendrick et al. (1982) failed to find a significant difference between treatment andcontrol groups on this measure.
  • The evidence for improvements in MPA following CBT is quite consistent, althoughfurther studies with larger samples are needed to confirm this evidence.
  • Beta-blockers have become increasingly popular among performers in recent years. Forexample, Lockwood (1989), in a survey of 2,122 orchestral musicians, found that 27% usedpropranolol to manage their anxiety prior to a performance; 19% of this group used thedrug on a daily basis.
  • Nube´ (1991) identified nine studies examining the effects of various beta-blockers(Atenolol, Metopolol, Nadolol, Oxprenolol, Propranolol, Pindolol) on MPA.
  • The findings regarding the effects of beta blockers on otheroutcome measures were less conclusive.
  • A rigorous definition of MPA is needed to advance treatment. However, defining MPA as asocial anxiety (social phobia) using criteria set out in DSM-IV-TR (APA, 2000) as theinclusion criteria may be too restrictive, particularly if the musician presenting for treatmentexperiences MPA as a focal anxiety (ie does not meet other criteria for social anxiety).
  • Few ofthe intervention studies reviewed acknowledged that performers need a certain amount ofarousal or anxiety to maximise their performance.
  • None of the studies could be pooled in a meta-analysis primarily because too fewprovided sufficient data to calculate effect sizes, use of diverse subject groups andtreatments, duration and intensity of treatment, and use of disparate outcome measures
  • In conclusion, the literature on treatment approaches for MPA is fragmented, incon-sistent, and methodologically weak. These limitations make it difficult to reach any firmconclusions about the effectiveness of the various treatment approaches reviewed. Forsignificant progress to be made, future research will require a clear definition of MPA,consistency and strength in methodology, and the development of robust and appropriateoutcome measures.
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(32) (PDF) An Overview and Study on the Use of Games, Simulations, and Gamification in ... - 14 views

www.academia.edu/...mification_in_Higher_Education paper 2016 wiggins gamification
shared by Mark Glynn on 24 Oct 19 - No Cached
  • Mark Glynn on 24 Oct 19
     
    "This article examines the use of both game-based learning (GBL) and gamification in tertiary education. This study focuses specifically on the use of games and/or simulations as well as familiarity with gamification strategies by communication faculty. Research questions concentrate on the rate, frequency, and usage of digital and non-digital games and/or simulations in communication courses, as well as instructor familiarity with gamification. A survey was constructed with questions emerging from the game-based learning and gamification literature. It was distributed to communication faculty at public institutions of higher education in a southern state. In this context, the author argues that while the term gamification is novel, the approach is not. Based on the results, current gamification strategies appear to be a repackaging of traditional instructional strategies."
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Inside the School Silicon Valley Thinks Will Save Education | WIRED - 10 views

www.wired.com/altschool
shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
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Proofread for Project Gutenberg - 41 views

www.pgdp.net/c e-books books literature library gutenberg ebook reading
shared by Carla Shinn on 17 Nov 12 - Cached
  • Carla Shinn on 17 Nov 12
     
    Distributed Proofreaders (DP) provides a web-based method to ease the conversion of Public Domain books into e-books. By dividing the workload into individual pages, many volunteers can work on a book at the same time, which significantly speeds up the creation process.
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Common Core State Standards in English spark war over words - The Washington Post - 4 views

www.washingtonpost.com/...2-8a97-363b0f9a0ab3_story.html commoncore standards reading
shared by Monica Williams-Mitchell on 04 Dec 12 - No Cached
  • Teachers in social studies, science and math should require more reading, which would allow English teachers to continue to assign literature, he said.
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Education Week Teacher: In Common Core, Teachers See Interdisciplinary Opportunities - 89 views

www.edweek.org/...o_interdisciplinary_units.html curriculum Common_Core literature interdisciplinary
shared by Brianna Crowley on 13 Mar 13 - No Cached
  • Brianna Crowley on 13 Mar 13
     
    For English and Social Studies teachers looking to align to Common Core while not sacrifice engagement and content this has some great suggestions. 
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All Educational Productions - 44 views

www.nobelprize.org/...all_productions.html NobelPrize nobel physics chemistry literature learning peace interactive
shared by Catherine Hainstock on 15 Mar 13 - No Cached
  • Catherine Hainstock on 15 Mar 13
     
    "Nobelprize.org's educational section consists of 46 productions. Of these, 29 are interactive learning games of various sorts and degrees of difficulties. Most of them also includes a "Read more" about the subject. Enjoy learning!"
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2081 Universal Absurdity - Video Dailymotion - 2 views

www.dailymotion.com/...universal-absurdity_shortfilms literature dystopia harrison bergeron classroom use
shared by Heather Wheat on 26 Feb 13 - No Cached
  • Heather Wheat on 26 Feb 13
     
    Harrison Bergeron adaptation - short film.
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Why Do I Teach? - NYTimes.com - 23 views

opinionator.blogs.nytimes.com/...why-do-i-teach nytimes
shared by Enid Baines on 24 May 13 - No Cached
  • They make students vividly aware of new possibilities for intellectual and aesthetic fulfillment—pleasure, to give its proper name.  They may not enjoy every book we read, but they enjoy some of them and learn that—and how—this sort of thing (Greek philosophy, modernist literature) can be enjoyable. 
  • We should judge teaching not by the amount of knowledge it passes on, but by the enduring excitement it generates. Knowledge, when it comes, is a later arrival, flaring up, when the time is right, from the sparks good teachers have implanted in their students’ souls.
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Resources - 48 views

www.lexile.com/resources
shared by Josh Flores on 16 May 13 - No Cached
    • Josh Flores
      Josh Flores on 16 May 13
       
      User friendly Lexile measurements of example literature and informational texts.
  • MetaMetrics
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Annotopia: Choices for children: why and how to let students decide - 2 views

gseannotopia.blogspot.com/...ildren-why-and-how-to-let.html choices students autonomy independence AR Literature Review
shared by nslively1 on 18 May 13 - No Cached
  • nslively1 on 18 May 13
     
    Kamii, C. (1991). Toward autonomy: The importance of critical thinking and choice making. School Psychology Review, 20(3), 382-388.
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Electronic Journal for the Integration of Technology in Education - 60 views

ejite.isu.edu/...Stokes.html learning_styles
shared by Cindy Edwards on 28 Apr 13 - Cached
  • Characters in alphabets began as pictures with meaning (West, 1997).
  • As history repeats itself, we may find that a great deal of information is better presented visually rather than verbally.
  • culture's
  • ...9 more annotations...
  • predominant mode of literacy depends on the technology and mass media it embraces (Sinatra, 1986).
  • Kellner (1998) proposes that multiple literacies are necessary to meet the challenges of today's society, literacies that include print literacy, visual literacy, aural literacy, media literacy, computer literacy, cultural literacy, social literacy, and ecoliteracy.
  • Learning through orderly, sequential, verbal-mathematical, left-hemisphere tasks is a pattern seen frequently in education (West, 1997). Those whose thought processes are predominantly in the right-hemisphere where visual-spatial and nonverbal cognition activities rule frequently may have difficulty capitalizing on a learning style that is not compatible with their abilities.
  • If visual literacy is regarded as a language, then there is a need to know how to communicate using this language, which includes being alert to visual messages and critically reading or viewing images as the language of the messages.
  • Technology, particularly the graphical user interface of the World Wide Web, requires skills for reading and writing visually in order to derive meaning from what is being communicated.
  • Because visual literacy precedes verbal literacy in human development,
  • learning evolves from the concrete to the abstract; visual symbols are nonverbal representations that precede verbal symbols (Sinatra, 1986).
  • West (1997) conveys an innovative mathematics approach whereby students “do” mathematics rather than “watch” mathematics. The technique emphasizes learning through interactive graphics without words. “The words go into an idea only after the idea has already settled in our mind”(West, p.
  • The literature suggests that using visual elements in teaching and learning yields positive results.
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Education Week: Interpretations Differ on Common Core's Nonfiction Rule - 0 views

www.edweek.org/...19nonfiction_ep.h32.html Common_Core literature standards english_classroom curriculum
shared by Brianna Crowley on 31 Jan 13 - No Cached
  • Ideally, she said, teachers are working in cross-disciplinary teams to decide how to balance those shared responsibilities in a solid curriculum.
  • And Ms. Highfill has not found the guidance on shared, cross-curricular responsibility to be translating into classroom reality. In her district, she said, "there still seems to be more of a focus on English teachers' using nonfiction in classrooms than the other content areas stepping up to the plate."
  • such titles are meant for classes other than English, and seeing them as texts that displace works like The Catcher in the Rye takes titles out of context and ignores the messages of the standards document as a whole.
  • ...2 more annotations...
  • teachers and local administrators are the ones who must decide how to share responsibility for the increased emphasis on nonfiction. "If a lot of good, close reading of high-quality, challenging texts is going on in science and history classes," she said, "then English/language arts teachers need to carry less of that responsibility."
  • It is English/language arts teachers who will be held accountable for the results, which will drive what happens in their classrooms week to week, he said.
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Three Ways to Use Twitter in the English Classroom « Red Pen Confessions - 1 views

redpenconfessions.wordpress.com/...itter-in-the-english-classroom twitter social_media literature student_engagement web2.0 education
shared by Brianna Crowley on 31 Jan 13 - No Cached
  • Brianna Crowley on 31 Jan 13
     
    a high school English teacher highlights three ways she and her colleagues are using Twitter to engage students in and outside of their classrooms. A variety of complexity and purposes represented.
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Learning Never Stops: Memrise - Learn Something New Everyday for Free - 6 views

seekoutlearning.blogspot.com/...rn-something-new-everyday.html learning language history science math literature
shared by Michael Sheehan on 11 Feb 13 - No Cached
  • Michael Sheehan on 11 Feb 13
     
    Learn something new everyday with Memrise. Excellent resource for supporting your curriculum or for parents who want to help their child from home.
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